Espacios intermedios, espacios de relación, espacios para el aprendizaje: lecturas de transición en la arquitectura universitaria

Article published in Eídos (ISSN 1390-5007), 14 (1), pp. 89-98.

Open access: Full text (Spanish)
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Specialized studies demonstrate how the interaction between teaching spaces and pedagogical practices are the basis of an optimal learning environment, thus determining the academic performance. The “formal learning spaces” and the “informal learning spaces” are referred to the new teaching methodologies scenarios and, in the case of university training, the institutions invest numerous efforts in providing them with the best physical and technological means. Space’s ability to welcome students and to promote the knowledge transmission has to do with its design, and the first experiences that combine collaboration between pedagogues and architects date from the late 1960s when the policies of European countries led to the rise of higher education. This article covers case studies of university architecture from 50 years ago and places them in parallel with recent proposals with the aim of demonstrating the importance of spatial transitions in learning environments. Beyond the border between a classroom and a circulation space, certain strategies of the intermediate spaces are highlighted: essentially converted into relationship areas, they acquire increasing prominence when it comes to supporting learning.